Training to Improve Lecturers' Knowledge on Developing Lesson Plans to Improve the Quality of Learning in Underdeveloped Areas: Challenges and Solutions

The implementation of higher education in underdeveloped regions faces various challenges, ranging from limited resources and cultural biases to low student language proficiency. Lecturers, as the spearhead of learning, often lack sufficient knowledge to develop contextual and adaptive lesson plans. This study aims to evaluate the effectiveness of training to improve lecturers' knowledge in developing Semester Lesson Plans (RPS) relevant to local conditions. The research method used was a qualitative descriptive case study approach, involving lecturers in the Nursing Department at the Jayapura-Papua Health Polytechnic. Data were collected through in-depth interviews, training observations, and analysis of RPS documents. The results indicate that participatory, locally-based training improved lecturers' ability to develop lesson plans that were more inclusive and responsive to student needs. Key challenges included technological limitations, cultural biases, and students' socioeconomic conditions. Solutions identified included the use of simple learning media, the integration of local cultural values, and collaboration with local communities. This study emphasizes the importance of ongoing training and a contextualized educational approach to improving the quality of learning in underdeveloped, frontier, and outermost regions (3T).